Ministerial Round TableMay 27th, Lusaka, Zambia

Towards Inclusive Education Systems for Inclusive Knowledge

Societies: The Role of ICTs

Based on findings from the Global Monitoring Report 2010 and the GeSCI Meta-Review Report of ICT in

Education

e-Learning Africa 2010

Global Monitoring Report 2010

• Significant progress towards EFA goals, but much remains to be done.

• Governments failing to address root causes of marginalization in education.

• Need to focus more on creating inclusive education systems.

• The financial crisis threatens to undermine progress

• Governments and donors must increase resources for education

Moore 2010Moore 2010

Global Monitoring Report 2010

Inclusive Education: The way of the future

Inclusive education is about…• a journey/ a process

• identifying and removing barriers

• deepening learner engagement through

• presence (being there)

• participation (being recognised)

• achievement (learning goals)

• all students

• emphasis on at risk groups

• addressing marginalisation, exclusion and underachievement

Ainscow 2008 Ainscow 2008

Inclusive Education: The Way of the Future

Educational marginalization, exclusion and underachievement is driven by…

•structural weaknesses, policy deficiencies and mis-directed leadership

•interacting layers of disadvantage crosscut by poverty, gender, ethnicity and language which are holding back progress in education

UNESCO 2010 UNESCO 2010

Getting Left behind…..

Leveling the playing field…

Strengthening the learning environment

Improving Improving accessibility & accessibility &

affordabilityaffordability

Expanding entitlements & opportunities

The Inclusive Education Triangle

Levelling the playing field

• • multi-disciplinary lens

• relevant research themes• contemporary trends

Major purposes for ICT meta-review

P1 Meta-review Background

1. Leadership / management

2. Infrastructure / accessibility

3. Integration into T & L

4. Teacher education

5. Educational content

a. Challenges / constraintsb. Evolving field developmentsc. “Hot” topicsd. Research gaps

Phase 1 Report Major Themes for ICT (from 2006)

LeBaron & McDonough 2009 LeBaron & McDonough 2009

• ICT success depends on transformed practice• ICT needs better alignment with learning research• Holistic trumps piecemeal development• No disruption – no change

• Implementation must respond to local culture• Policy needs multi-sector, cross-hierarchical coordination• Equity means more than hardware

P1 Themes: Time to rebuild?

Key Findings from Phase 1

Phase 2 Report

1. Leadership / management

2. Relevance / transformation

3. Equity of access

What’s going on? What works? How do we deploy resources? What do we need to know?

P2 Themes: Building towards inclusion?

LeBaron & McDonough 2009 LeBaron & McDonough 2009

Phase 2 Report

Metaphors for Leadership‘Grammar of schooling’ (Martinez & Correa)

Strengthening the Learning Environment

Metaphors for Leadership

‘Grammar of schooling’ (Martinez & Correa)• Contemporary schooling worldwide structured on a hierarchical

industrial model

• Educational leaders need to create “disruption” to change grammatical rules

• Locus of leadership at school level for constructive innovation

• Sound educational planning to realize benefits of massive technology infusion

• ‘Landscape’ of teacher education (Bigam & Rowan)

• Critical success factors for ICT-rich transformation

– Vision-driven professional development, persistent communication,

material resources, ongoing research

Strengthening the Learning Environment

Transformation & Relevance

‘Back to the future’ (progressivism)

Expanding Entitlements and Opportunities

Transformation & Relevance

‘Back to the future’ (progressivism)

• Lasting knowledge is “constructed” by learners based on social interaction with peers

• ICT offers many affordances for effective creation of ‘constructivist’ learning environments

• At risk students may particularly benefit• Organic integration and authentic collaboration across cultural

boundaries• Technology cannot be "disruptive" if curriculum driving it is not itself

disrupted• Heutagogy – 21st century teaching based on truly self-determined

learning• Digital learners and analog practices • Digital schooling from analog structures • Is more really more? (1:1)

Expanding entitlements and opportunities Expanding Entitlements and Opportunities

Equity of Access to ICT ResourcesGender, race, ethnicity, nationality, special needs, SES

Improving Accessibility and Affordability

Equity of Access to ICT Resources

Gender, race, ethnicity, nationality, special needs, SES

• Differences in resource access between genders on the wane in developed countries

• Culture matters – in some cultures boys more confident in ICT use than female peers

• Inequities can be reduced through creative strategies – gaming, peer coaching, role modelling, adult mentoring

• Inequities across and within national boundaries on basis of affluence & socio economic status revealed

• Attitude differences; training and support distinctions• Equity means more than hardware count• Inclusive transformational vision requires research into what has been

accomplished with counted machines

Improving Accessibility and Affordability

Inclusive Education: The Role of ICTs

Country Programme Examples

Gender, race, ethnicity, nationality, special needs, SES

• Rwanda – gender disparities non-existent in newly qualified teachers where male and female graduates display equal facility in computer use and where ICT literacy represents a force to transcend gender inequity and promote continued female education (Makama & Andersson 2008)

• South Africa - - strategic collaboration between government, private sector and civil society in initiatives such as the Mindset Network Organization and the Khanya Education Technology Project using ICT to both promote access to secondary education and serve as change agents in a paradigm shift of teaching and learning (Evoh 2007)

• Nigeria - ICT use as an ODL vehicle for transforming the educational scene –cellular mobile telephony enabling experiments with adult literacy learners as well as opening doors to economic empowerment of adult illiterates (Aderinoye 2008)

• Cape Verde - - distance education and ICT modalities utilized to address equity and ensure sustainability of provision in problematic areas of post-primary and tertiary education (Atchoarena, Da Grace & Marquez 2008)

Inclusive Education: The Role of ICTs

Unexpected Findings

Absence of the Southern Voice in the Literature

Unexpected Findings

Unexpected Findings

Absence of the Southern Voice in the Literature

The global knowledge economy follows an established hierarchy even as it is premised on ideals of equality. It does not always involve the unfettered movement of capital, technology, ideas or people, but often entails the one-way movement of educated elite out of countries… (Stambach & Maleka 2006 p333)

Researchers ask whether the apparent isolation of Lesser Developed Countries (LDCs) is not more attributable to the on-going prejudices of the developed world as it is to LDC shortcomings (LeBaron & McDonough 2009 p30)

Unexpected Findings

Questions for Round Table Discussion

• What leadership capacities are required to develop and sustain inclusive education systems for inclusive Knowledge Societies?

• How do we expect to build such capacities? What role can ICTs play in this respect?

• What do we mean by inclusion? How inclusive are our education systems? How does this relate to our goals for equity?

• What are the specific challenges we face as African nationals in providing equitable access to education and equity in quality?

Thank you!

Questions for Round Table Discussion

Aderinoye, R. 2008. Literacy and communication technologies: Distance education strategies for literacy delivery. International Review of Education. 54 pp605-626

Ainscow, M. 2008. Final Debate: Developing inclusive education systems: what are the levers of change IN: 48th Session of the International Conference on Education, Geneva, 25 – 28 November, 2008 [Online]. Available from UNESCO at: http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Presentations/IBE_ICE_Final_Debate_EN_Mel_Ainscow_Nov08.pdf [Accessed 23 April 2010]

Atchoarena, D., DaGraca, P.D., & Marquez, J.M. 2008. Strategies for post-primary education in small island developing states {SIDA}: Lessons from Cape Verde. Comparative Education. 44 (2), pp167-185

Bigum, C. & Rowan, L. 2008. Landscaping on shifting ground: Teacher education in a digitally transforming world. Asia-Pacific Journal of Teacher Education. 36 (3), pp245-255

Evoh, C.J. 2007. Collaborative partnerships and the transformation of secondary education through ICTs in South Africa. Educational Media International. 44 (2), pp 81-98

References

References

LeBaron, J. and McDonough, B. 2009. Research Report for GeSCI Meta-Review of ICT in Education, phases One and Two [Online]. Available from GeSCI at: http://www.gesci.org/publications.html  Available from ERIC at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/47/3d/3a.pdf, and http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/45/4f/5e.pdf [Accessed 22 April 2010]

Martinez Aebelaiz, A. & Correa Gorospe, J.M. 2009. Can the grammar of schooling be changed? Computers & Education. 53 (1), pp51-56

Moore, K. 2010. Presentation of EFA Global Monitoring Report 2010: Reaching the Marginalized at the Irish Aid Launch, Limerick, Ireland 8 March 2010

Mukama, E., & Andersson, S.B. 2008. Coping with change in ICT-Based learning environments: Newly qualified Rwanda teachers’ reflections. Journal of Computer Assisted Learning. 24 (2), 156-166

Stambach, A. & Malekela, G.A. 2006. Education, technology and the “new” knowledge economy: Views from Bongoland. Globalisation, Societies and Education. 4 (3), pp321-336

UNESCO 2010. Education for All - Global Monitoring Report: Reaching the marginalizaed [Online]. Available from UNESCO at: http://www.unesco.org/en/efareport/ [Accessed 24 April 2010]

References